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Network infographic

Assessment ideas
Years 7-8

In this assessment task, students demonstrate their ability to distinguish between different types of networks and defined purposes.

Throughout the lesson sequence, students keep and maintain a reflection log with key content to inform the development of an infographic.

NOTE: This task emphasises network performance, access and security, their relation to the purpose of the network and the user’s experience.

The elaborations for Content Descriptor ACTDIK023 include other specific theory that might form part of a separate assessment, eg. in Year 8:

  • network hardware and architecture (routers, switches, etc.),
  • network protocols (Ethernet, TCP/IP).

This assessment idea was created by Jim Lloyd.

Related Digital Technologies Hub sequence: Digital systems: Get connected


Collected reflection notes through the unit learning tasks - use a simple table format (with example entries):

Ideally kept in Class OneNote or similar; otherwise handwritten or locally stored school-based document is suitable.


Using an appropriate program (Adobe Illustrator, Infogram, or Canva), students will develop an infographic detailing the differences between wired and wireless networks at home, school and at public places (such as council parks, McDonalds etc). Students draw on their own research (through reflection notes) and investigate the networks they commonly use. Students should note the differences in bandwidth, access and security between networks.

The infographic should have significant information presented in a visually appealing way; although the design elements themselves are not assessable.

See the infographic below for an example or download it here as a .pdf or .png file.

Infographic titled Networks at Home/ Cafe/ School

Use a rubric to assess students against agreed criteria.

Measurement indicators

Students have articulated the main differences between networks at home, school and public. They have noted security concerns.

Students have cited all relevant references in a bibliography or reference list.

Guidance for use

At the beginning of the unit, students should set up their reflection table and include headings. As they move through the unit, encourage students to update and review the table, adding new definitions and sources as they come across them.

Teacher reflection

For Year 7, it is expected that a typical student cohort will have a wide range of experiences with DT; some very little, some comprehensive. For differentiation, facilitate a mix of explicit and inquiry-based methods.